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Open research questions in Subtitles and Audiovisual Media

156 unresolved questions extracted from the limitations and future-work sections of 943 Subtitles and Audiovisual Media papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The paper identifies a gap in research on subtitling, particularly in the context of digital media. Prior work on translation, transliteration, and transcription is outlined, but subtitling has received less attention. The gap in understanding the role of subtitling in creating a vernacular counterpublic is identified.

    Subtitling practices and vernacular counterpublics in participatory media · 2026 · DOI

  • Abstract Audiobooks allow language learners to read and listen to the same text simultaneously; yet the effects of this bimodal input (written and spoken) on learners’ comprehension have been inconsistent, suggesting that the conditions under which audiobooks can help comprehension are not well understood.

    Scaffolding comprehension with reading while listening and the role of reading speed and text complexity · 2024 · DOI

  • Translation naturalness is a limitation, with some Hindi translations being more literal than naturally conversational. Timing and synchronization remain difficult because translated Hindi speech does not always match the duration of the original English speech. Environment dependence is a limitation, with successful execution relying heavily on correct setup, installed packages, and working external tools.

    A Modular English-to-Hindi Video Dubbing Pipeline: Design, Implementation, and Proof-of-Concept Evaluation · 2026 · DOI

  • Improving translation naturalness and timing control. Enhancing reproducibility and professional output quality. Exploring applications in other languages and domains.

    A Modular English-to-Hindi Video Dubbing Pipeline: Design, Implementation, and Proof-of-Concept Evaluation · 2026 · DOI

  • The study only examined nouns in object positions. The choice of nouns limited the generalizability of findings. The study did not diversify part of speech, but subsequent planned research can do so.

    Audiovisual (a)synchrony · 2026 · DOI

  • This study had a number of limitations. It included only immediate and receptive learning posttests of form and form-meaning mapping, which limits any claims we can make regarding durability of learning, and did not include a test of word production. Additionally, the type of mapping selected (new L2 form to existing L1 concept) was specific within the broad possibilities for form-meaning mappings in L2 vocabulary learning (see Kida & Barcroft, 2018). As such, generalizable claims regarding learning are limited to L2 form-form and form-meaning mapping. One anonymous reviewer noted that we included both general and specific distractor types on the meaning recognition outcome test, tailored to the meaning associated with that pseudoword item, which could have impacted item responses; 76% of meaning recognition items (19/25) included only specific distractors, 12% (3/25) included only general distractors, and 12% (3/25) had one of each. Descriptive scores indicated notable differences in accuracy between items with specific (58% accurate), generic (67% accurate), or mixed (38% accurate) distractors, so we re-ran the main outcome analysis for the meaning recognition measure with distractor type (specific, generic, mixed) as a categorical predictor. In this analysis, distractor type was not a significant predictor of meaning recognition when other variables were included (b = (cid:1).41, SE =.27, p =.127), and did not change other results of the model, so the model without distractor type was retained as the best-fitting model. However, future studies utilizing similar outcome presentation modalities and examining learning of only specific or general items can better control for this potential source of variability in learning. The study was highly controlled, with pseudoword targets rather than real words, while the audio rate was standardized rather than modified to follow reading speed more closely at the individual level. Reading ahead was defined dichotomously yes/no in the analytic models, so it was not possible to examine the relative effects of lagging behind the audio when reading. Since our RQs focused only on the potential benefits of reading ahead, we did not explore differential impacts of reading precisely synchronously or lagging behind the audio; future studies are warranted which do so, thereby increasing precision and allowing for more specific theoretical predictions for instances when the eye and ear are synchronous, and when the eye lags behind the ear during RWL. The L1s among participants were diverse (see Table 2), which did not allow for an examination of the effects by L1, while recent findings from L2 English reading report evidence that L1-L2 differences may result in variable reading behavior, demonstrated by eye movements (Kuperman et al., 2025). This would be a fruitful area for future research. As the present study provides initial evidence that reading ahead of the audio during RWL facilitates faster word form recognition across instances and mapping form to meaning during contextualized learning of new L2 vocabulary, compared with reading synchronously or behind the audio, it has both research and pedagogical implications.

    Audiovisual (a)synchrony · 2026 · DOI

  • Real-time processing and paralinguistic emotions in speech synthesis still have to be overcome. The system can be further improved to support languages with low numbers of resources.

    Audible Sense: Turning Emotionally Adaptive Subtitles into Human-like Speech · 2026 · DOI

  • The availability of video material in various languages and formats is one of the largest challenges. Manual transcription, translation, and dubbing are time-consuming and costly.

    Audible Sense: Turning Emotionally Adaptive Subtitles into Human-like Speech · 2026 · DOI

  • The integration of linguistic, visual, and auditory elements in the translation process. The need for a comprehensive framework for translation activity in contemporary media environments. The development of methodological principles for translator training.

    MULTIMODAL APPROACH TO THE ORAL TRANSLATION OF VIDEO MATERIALS IN CONTEMPORARY MEDIA ENVIRONMENTS · 2026 · DOI

  • The insufficient consideration of multimodality in traditional models of oral translation. The lack of a comprehensive framework for translation activity in contemporary media environments.

    MULTIMODAL APPROACH TO THE ORAL TRANSLATION OF VIDEO MATERIALS IN CONTEMPORARY MEDIA ENVIRONMENTS · 2026 · DOI

  • The analysis is based on a limited dataset of Czech speech. The study does not consider the impact of other factors on articulation rate, such as the speaker's emotional state.

    Exploring the phrase-internal changes in articulation rate: the LARometer tool and its applications · 2026 · DOI

  • The study identifies a gap in the understanding of linguistic characteristics of task performance in integrated multimodal viewing-to-write tasks. The research highlights the need for further investigation into the relationship between linguistic features and raters' evaluations of performance.

    Examining the role of linguistic characteristics of task performance in integrated multimodal viewing-to-write tasks · 2026 · DOI

  • The book identifies the untapped potential of digital technologies in subtitling. The author raises concerns about steps that are not currently being taken in the field of subtitling.

    Captioning and subtitling for d/deaf and hard of hearing audiences · 2026 · DOI

  • Egyptian students majoring in English encounter various problems in accurately producing suprasegmental features. The students demonstrated limited abilities to link words effectively, stress the correct syllables, and use pitch patterns properly.

    The effects of video-dubbing tasks on EFL students’ pronunciation of suprasegmental features and autonomy · 2026 · DOI

  • There is a lack of research on the impact of video-dubbing tasks on EFL students' pronunciation and autonomy. The study aims to address this gap by investigating the effects of video-dubbing tasks on EFL students' pronunciation and autonomy.

    The effects of video-dubbing tasks on EFL students’ pronunciation of suprasegmental features and autonomy · 2026 · DOI

  • The poor appetite for reading among Arabic speaking population. The lack of concurrent studies to cope up and update the recent convenience of the TTS. The need to develop a pro-EFL learning TTS literature.

    Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology · 2026 · DOI

  • To develop a pro-EFL learning TTS literature. To explore the impact of TTS on Arabic speaking EFL learners. To investigate the potential of TTS in boosting reading zeal.

    Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology · 2026 · DOI

  • Explicit teaching of all the single words and MWIs that one needs to know to communicate effectively in an L2 seems to be a challenging task. The study had to identify target MWIs and single words that were unfamiliar to the participants.

    The Effect of Textual Enhancement on Incidental Learning of Single Words and Multi-word Items From L2 Captioned Viewing · 2026 · DOI

  • Future studies could examine the effect of textual enhancement on incidental learning of single words and multi-word items from L2 captioned viewing in different contexts. Future studies could investigate the relationship between pre-existing vocabulary knowledge and vocabulary learning from different captioning conditions.

    The Effect of Textual Enhancement on Incidental Learning of Single Words and Multi-word Items From L2 Captioned Viewing · 2026 · DOI

  • The study aims to investigate the correlation between students' behaviors in watching English movies and their levels of English listening proficiency.

    Relationship between Behaviors in Watching English Movies and English Listening Skill · 2026 · DOI

  • For Learners: Because watching movies frequently with English subtitles is strongly linked to better TOEIC listening performance, students should transition away from Thai subtitles. Watching English-language films three to four times a week is recommended for steady improvement in listening skills. For Teachers: Instead of simply telling students to watch English movies, instructors should actively promote the use of English subtitles and create post-viewing activities, like dictation or comprehension quizzes, to solidify learning. Since Netflix is highly popular among students, teachers could also curate a list of shows on the platform that align with their students' skill levels. For Future Researchers: Upcoming studies should explore the motivations driving students' subtitle preferences—specifically, whether they use them out of habit or a deliberate desire to learn—as this context is crucial for interpreting data. Additionally, employing longitudinal methods and more diverse participant groups would help make the findings more universally applicable.

    Relationship between Behaviors in Watching English Movies and English Listening Skill · 2026 · DOI

  • The study identifies a gap in the understanding of AIGC-generated science popularization short videos and their characteristics. The study recognizes a need to explore the algorithmic reconstruction of scientific knowledge and its implications.

    Multimodal Content Presentation Characteristics and Algorithmic Reconstruction of AIGC-Generated Science Popularization Short Videos: A Case Study of the Douyin Platform · 2026 · DOI

  • However, free online corpora of video game dialogue in languages besides English and Japanese (such as the “FIGS” languages—French, Italian, German, and Spanish) are lacking.

    A multi-language video game dialogue corpus · 2026

  • The imperfect quality of translations requires post-editing strategies to ensure accuracy. Students may face challenges in using translation apps effectively, such as understanding the context and nuances of language. The study highlights the need for teachers and students to be aware of the potential limitations of translation apps and to develop effective post-editing strategies.

    A Quantitative Inquiry Into Translation App Usage and Post-Editing Strategies Among Taiwanese EFL Tertiary Students · 2026 · DOI

  • Prior studies have focused on professional editors and translators, rather than EFL learners. There is a lack of research on the use of translation apps among tertiary students in Taiwan. The study aims to fill this gap by exploring students' use of translation apps, post-editing strategies, and perceptions of using these apps.

    A Quantitative Inquiry Into Translation App Usage and Post-Editing Strategies Among Taiwanese EFL Tertiary Students · 2026 · DOI

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156 open questions have been extracted from the limitations and future-work passages of 943 Subtitles and Audiovisual Media papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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